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ERIC Number: ED564538
Record Type: Non-Journal
Publication Date: 2013
Pages: 142
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-1159-9
The Effects of an Education Recovery Team on Teacher Professional Practices, Collective Teacher Efficacy and Student Achievement in Persistetly Low Achieving Schools
Burns, Stella Ann
ProQuest LLC, Ed.D. Dissertation, Eastern Kentucky University
This paper is an exploration of the daily work of education recovery teams in turnaround schools in eastern Kentucky. Data used for this analysis were collected from the Kentucky Department of Education. Data from the identified persistently low achieving schools was compared to pre and post-test over one school year to determine the effectiveness of the turnaround practices on the low achieving schools. Forty-one schools have been identified in the state as low performing; sixteen in the eastern service region. Findings from this study lend insights into the work of education turnaround and best practices of education recovery teams. The purpose of this paper is to help administrators, as well as local, state and federal policy makers, better understand factors that influence school turnaround efforts and the impact on best practices for all educational practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky